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ASVAB Math - How to Solve ASVAB Arithmetic Reasoning Word Problems: 3 Easy Steps with Practice! — Transcript

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0:00So, it's probably pretty safe to say
0:02that you struggle or probably just flat
0:05out hate word problems. And I don't
0:06blame you. When it comes to word
0:08problems, you really only have about 2
0:10minutes on the ASVAB per question. And
0:12in that time, you have to understand all
0:14of the information that's given to you,
0:15what the question is asking you to do.
0:17You have to go ahead and make a plan or
0:18understand what formula is supposed to
0:20be used. Then on top of that, you have
0:22to go ahead and use the formula the
0:23right way. And on top of that, you have
0:25to avoid blanking out and getting
0:26nervous and anxious about decimals,
0:28fractions, or any weird numbers or
0:30situations. And so, with that said, I'm
0:33Coach Anderson, and in this video, I'm
0:35going to show you what the three steps
0:36to word problem success are. That way,
0:39you can go ahead and tackle word
0:40problems the right way every single
0:42time. And the great thing about this
0:44strategy, not only does it help you keep
0:46calm, cool, and collected and avoid test
0:48anxiety, it also helps you understand
0:50exactly what you did right and what you
0:52did wrong so you can build your
0:53confidence one problem at a time. And so
0:56before we get started here, I have one
0:58quick favor to ask of you. Please go
1:00ahead and smash that like button because
1:02at the end of the day, by smashing that
1:04like button and then later on at the
1:05end, commenting what you enjoyed about
1:07the video helps this video reach
1:09everyone else who needs it just like
1:11you. And so let's go ahead and work
1:13together, my ass party people. Let's go
1:15ahead and get started and let's learn
1:17how to crush word problems just like
1:19this. Let's go.
1:30All right, so let's dive right on in, my
1:32ASB party people. The three steps to
1:34word problem success. I promise you
1:36again, if you follow these three steps
1:38to every single word problem, no matter
1:39what word problem it is, if you follow
1:41these three steps, you're putting
1:42yourself in a position to succeed every
1:44single time. So, let's learn how to
1:47lower that test anxiety by following
1:48these three steps. And again, this
1:50happens before you calculate anything.
1:53This helps you avoid the distraction of
1:55weird numbers or situations by first
1:58understanding the question. The first
2:01thing you should always do in every
2:03single word problem I party people is
2:05understand what the goal is. So let's
2:07think about it real quick. If you were,
2:10let's say, not even doing math. Let's
2:11say you were playing a game with a
2:13friend or a sibling or a family member
2:15and that family member or friend didn't
2:18tell you what the rules of the game
2:19were. They didn't tell you how to win.
2:21They just said, "Hey Anderson," or "Hey
2:24person, let's just go ahead and play
2:25this game and we're starting right now.
2:28Let's go. Good luck." And then you see
2:31everybody doing something and something
2:32and something and you're sitting there
2:33like, "What do I do, right? That's not a
2:37fun game. That's not a fun game at all."
2:39I think we can both agree that that is
2:40not a fun way to go about it. If you
2:42want to play a game and have fun, the
2:45first thing we all ask is, "Well, how do
2:46you play? What do you need to do to
2:48win?" Right? We always ask that. And so
2:51that's the first thing you should do
2:53when it comes to word problems. That
2:55anxiety comes from not knowing what to
2:58do, not knowing what we're supposed to
2:59be figuring out. And if the first thing
3:01you do is snap your attention to the
3:03question. So that last sentence where it
3:06asks you who, what, when, where, why,
3:09how many, which of the following, when
3:11you go straight to that question, you're
3:13going to allow yourself to understand
3:15what the goal of the problem is. Now,
3:18does that gonna, you know, is that going
3:20to automatically say, hey, this is the
3:22exact math you need to do? No. Sometimes
3:24it does give you the math with some key
3:26words for sure and sometimes you need to
3:28go ahead and read into the story just a
3:30little more. But the fact of the matter
3:32is when you start with the question you
3:35now understand what the goal of the
3:37problem is. And once you understand the
3:40goal then this is where we go from hey
3:43what do we want? So read the question to
3:45what do we have? What do we have? And
3:48this is where we start writing down the
3:50information that's given to us. So we
3:52can figure out, okay, how is this
3:54related to the question? How is this
3:57related to what we want? Because when
3:59you write down the information already
4:01knowing what you want, if you understand
4:03some of those formulas, if you
4:05understand some experience with some of
4:06those questions, you'll start
4:08understanding like, oh, oh, that's this,
4:10that's a rate. Oh, that's distance.
4:12That's this. And you'll be able to
4:13calmly, cooly, and collectively move
4:15forward. So here's my big tip here. When
4:18you're writing down the information you
4:19have, make sure to not just write down
4:22the numbers, but always write down what
4:25they mean. Because this is a big lesson
4:28here. It is not about what the numbers
4:30are. It's about what they mean. So, for
4:33example, if you're doing a word problem
4:35and you just write down the number
4:36seven, seven what? Seven watermelons, 7
4:40miles hour, seven years. What does that
4:43number mean? Because remember, we can
4:46create a million different word problems
4:48with different numbers with the same
4:49words. It's about what the numbers mean,
4:52not about what the numbers are. We can
4:53switch the numbers up all day, every
4:55day. I've created so many tests, we can
4:57do that all day. So, let's go ahead and
4:59get right back to it here. First step,
5:02what do you want? Read that question.
5:04Step two, what do you have? What
5:06information do you have that is related
5:09to that question that could potentially
5:11help you? And make sure to write down
5:13the information in terms of what the
5:15numbers mean. Write down the units. And
5:18step three, this is where we start
5:20building a connection. What's the
5:22connection between what we want and what
5:24we have? What is the connection? And
5:27that's where you really start getting
5:28the experience of, oh, I know that if I
5:32have a rate and a time and I'm looking
5:34for distance. Oh, that's a distance rate
5:37time problem. Or if you notice that,
5:40hey, we just compared light bulbs per
5:43hour and then this many light bulbs in
5:45that many hours. Oh, that's a proportion
5:49problem because you're comparing the
5:50same things in the same way. And so as
5:52you keep learning these topics and as
5:54you keep practicing word problems,
5:56you'll get that experience in
5:58identifying what topic you're doing
6:00every single time. And that's the great
6:02thing about it. And that's why you need
6:04to go through these three steps before
6:06you calculate anything. If you try to
6:08calculate without having a plan, you
6:10tell me if this sounds familiar. You
6:12tell me if you've experienced a
6:14situation where you start a problem out,
6:17you don't really know exactly how to do
6:18it, but you start taking some numbers,
6:20smashing them together, adding them,
6:22multiplying them, and then maybe you see
6:24an answer choice that has one of those
6:26calculations in there, and you're like,
6:28"Wow, I don't know how I got there, but
6:29there's that number. Let me pick that
6:31number. Let me pick that answer choice."
6:33And then turns out you got it wrong.
6:35because I can guarantee you a lot of the
6:36questions that you'll see will have
6:39distractor answers. They will have
6:40answers that will make you believe that
6:42it's correct because it appears
6:45somewhere in that calculation process.
6:47And that's why it's so important to know
6:50what you need to do and why you're doing
6:52it before you actually calculate because
6:55it avoids those distractions. It avoids
6:57being tricked into picking the wrong
6:59answer. And so my math party people,
7:01math math party people, you know that
7:03this isn't enough. you know that we need
7:05to go ahead and put this into practice
7:06and see exactly how the three steps to
7:08word problem success fits in to really
7:12all the types of word problems that we
7:13can see. So, in this video up next right
7:15now, I'm going to show you three
7:16problems that you can try out with me
7:19using the three-step strategy. Start off
7:21with the question, what do you want?
7:23What do you have? What's the connection?
7:25Let's go ahead and dive on in to example
7:27problem number one. Let's go. So, let's
7:30go and get started here. Ming spent $19.
7:33Stop right there. That's the complete
7:35wrong way to start word problems. The
7:37way that you want to start word problems
7:38is by first, what's the question? What
7:41do I want? Because think about it, we're
7:43not going to put ourselves out in the
7:45open when we don't know what's going on.
7:48And that's what you're doing here.
7:49You're just going ahead and going along
7:50for the ride. Start first by reading the
7:53question right here. How many candy bars
7:57did she buy? Remember, look for those
7:59question action words. Who? What? When?
8:02Where? Why? How many? Which of the
8:03following? Those are those action words
8:05that you're looking for. So how was
8:07right there. So we're looking for how
8:09many. So the amount of candy bars that
8:12she purchased, which is mean in this
8:14case. Okay, that's the first step. What
8:17do I want? I think we can all understand
8:19the question, right? Yeah, we want the
8:21number of candy bars. How many candy
8:23bars? So number
8:26of candy bars. That's what we'll start
8:28off with every single time. I'll just
8:30use C for candy bars cuz I don't know
8:32what it is. Just put in C, A, X. Doesn't
8:35really matter. But that's the first
8:37step. Step number two. After you know
8:39what you want, now it's time to
8:41understand the information you have. The
8:43three steps to word problem success
8:46really comes down to, hey, can I
8:48understand the question? Can I
8:50understand how the keywords in the
8:52problem relate to a formula or an
8:54equation or process or procedure? and
8:57then calculate quickly and confidently.
9:00But you can't get to calculating if you
9:02don't have a solid plan. So, I say this
9:04all the time. Let's go ahead and get to
9:06it here. What is our plan going to be?
9:09Well, since we're looking for the number
9:10of candy bars, I'm going to look for all
9:12the information that's related to candy
9:14bars. That's all I care about. So, it
9:17says Ming spent this much money on a
9:18magazine. Don't worry about the numbers
9:20until you know what they mean. So, this
9:22much money on a magazine, some candy
9:24bars. Okay, so she purchased some candy
9:27bars and a magazine that totaled $19.40.
9:32Okay, I can go ahead and write that
9:34down. So again, this is what I want.
9:36Here's what I have. We have $1940
9:44spent
9:46on a magazine. So be very very careful
9:50though. A magazine. One magazine. Not
9:53two, not three, not four, just one. So
9:55on a magazine, so one
9:59one magazine
10:02and some candy bars. Do they specify how
10:05many? No. And that's exactly what we're
10:08looking for. Remember, we're looking for
10:09how many candy bars? We don't know what
10:11that is. We're looking for it. So on one
10:14magazine
10:15and and we're just going to say C candy
10:19bars. D
10:22candy bars, right? And so with that
10:25said, okay, what other information do we
10:27have? Well, we know that the magazine
10:29costs $260.
10:31Okay, so I can say that again. One
10:33magazine right here. I'm going to use
10:35blue
10:37260.
10:40That is $2.60. And then it says, oo,
10:43there's a keyword here. each candy bar.
10:48Each candy bar is $4.20.
10:51So remember the word each or for every
10:54or per that always indicates either
10:56multiplication or division depending on
10:58which direction you're going to be safe.
11:00Typically you're doing multiplication.
11:02But the way that you know is hey if I am
11:05going toward the result then you're
11:08multiplying. If you're going toward uh
11:10the piece you're dividing. So, if that
11:13doesn't make too much sense, no worries.
11:15Just think multiplication for right now,
11:16and then we'll expand on this in later
11:18videos. But think of it like this. If
11:21you have C candy bars and they're each
11:23$4.20,
11:26so C candy bars, $420
11:30each, you would be multiplying to get
11:33that total amount spent. Think about it.
11:36If it was just a regular easier number
11:38like $2 a candy bar. If you had one
11:41candy bar, that's two times one, $2. If
11:44you had two candy bars at $2 a piece,
11:46$4. Three candy bars at $2 a piece, $6.
11:50Cuz you're multiplying to go forward to
11:53that total price. So again, you have to
11:56make sure you understand what these
11:57keywords mean because the plan is the
11:59most important part every single time.
12:02Full stop. Every single time. So, what
12:05this all means is this. We're going to
12:08translate this. We're going to say that
12:10the $19.40 that was spent right here,
12:15the total amount spent from Ming
12:19is equal to
12:21the magazine and the candy bars
12:23together. Is that fair to say? The total
12:26amount that we spent was spent on the
12:28magazine and the candy bars together.
12:30So, we can create an equation out of
12:32this. And this equation is going to be
12:34this. Hey, 1940 is equal to the cost of
12:38the magazine. So the $2.60
12:42and which is the same thing as saying
12:44plus
12:47C candy bars $4.20 each that will take
12:50us to 4.20
12:53* C. Now this is just one way to go
12:56ahead and approach the problem. This is
12:57just one way. Another way to approach
12:59this would be, well, look, if you want
13:02to know how many candy bars you
13:03purchased, well then you need to know
13:05how much you spent on just the candy
13:07bars. So, what you would do is you would
13:09take out the magazine, that $2.60. You
13:12would take that away from the $19.40
13:15cuz what you have left would be the
13:17amount only for the candy bars and then
13:20you can do your job and divide and get
13:21the answer. That's one way to do it. I'm
13:24going to do it in the form of setting up
13:26an equation because this is a skill that
13:28is absolutely necessary. Not every
13:30problem is going to be pretty enough to
13:32solve like that where I said just
13:34subtract and divide. Not every problem
13:36is like that. You got to be ready to
13:37solve the more complicated problems. And
13:39so that's why I really do encourage you
13:41to learn how to write equations because
13:44all equations are are just math
13:46sentences. That's all they are
13:47representing the situation that you're
13:49looking at. So with that said, let's go
13:51ahead and get to it here. So, the way
13:53that we're going to solve this is by
13:54doing this. Well, let's get rid of that
13:57$2.60.
13:59We're trying to get to C. We're trying
14:00to get the number of candy bars. So, we
14:02got to get rid of this first and then
14:04we'll get rid of that 4.2. So, what do
14:06we do? Subtract on both sides. Now,
14:09remember that's exactly what I said we
14:11would do even without an equation,
14:13right? Even without an equation, we
14:15would get rid of the magazine. That way,
14:17we only have the money spent on the
14:19candy bars. I gotcha. And so with that
14:22said, booyah, that's going to cancel out
14:24right here. And so what we'll have here,
14:2719.4
14:29minus 2.6. You can use your mental math
14:32here. I encourage it. Um because with
14:34mental math, what you would see is that
14:37hey, I can take away two first, 17.40,
14:40then take away 60 cents. So you can take
14:42away 40 cents, then 20 cents. So that
14:45would be$,740,
14:48$17 taking away 40, then 1680 taking
14:52away the extra 20 cents. So you can get
14:54it like that or again
14:57you can go ahead and do it by hand as
14:59you're used to. No harm, no foul. But
15:02there we have the 1680 and that's going
15:04to equal we still have that $4.20 right
15:07there. 4.20*
15:10C.
15:12So what's going to happen now? Well,
15:14remember what's happening right now is
15:15that these are being multiplied. And so
15:184.20 * C is equal to 19.40 or excuse me,
15:2216.80. My bad, wasn't looking. And so
15:25what you're going to do now is divide
15:26both sides by 4.20.
15:28Nice and easy. So by dividing both sides
15:31by that, we'll give ourselves the
15:32opportunity
15:34to get the answer right there. Right
15:37there. And you may be looking at this
15:39saying, okay, how do I do this decimals?
15:42Ew. I don't like this. It's all good.
15:45All you have to do, you can use this
15:47little trick that is very common. You
15:50can move the decimal over here and
15:52there. Remember, whatever you do to the
15:54top, you do to the bottom, right?
15:56Fractions. So, you can do that to turn
15:59this into 168 over 42.
16:03And then from here, you can go ahead and
16:05divide. Now, by doing this, you can't do
16:08long division because 42 doesn't go into
16:101 or 16. So, you're out of luck there.
16:13But one thing you can do is you can
16:16notice that, well, both of these numbers
16:18are even. I can start off by dividing
16:21them both by two. If you're trying to do
16:23this mentally, they're both divisible by
16:25two.
16:27And so, if you do that, that's going to
16:29be 84
16:32/ 21. And then if you divide, oh, I know
16:36that 21 can go into 84. I know that for
16:38sure. That's actually four times. And so
16:41if you're having trouble seeing that,
16:44that's C right there. So we have four
16:46candy bars. So if you're having trouble
16:49seeing that, then I really do encourage
16:51you to work on your mental math. This is
16:53way too important because if you're not
16:55sure how to calculate with your basic
16:57arithmetic, then it's going to make it a
16:59lot harder to plan word problems out
17:01because because it takes you longer to
17:03calculate, you have less time to plan.
17:06So you do want to make sure that you
17:07work on your mental math. That's the
17:09best advice I can give anybody. But at
17:10the end of the day, my party people,
17:12let's go ahead and do the little things,
17:14right? And so that way the big thing
17:15takes care of itself. And so, how'd that
17:18go for you? What do you want? What do
17:20you have? What's the connection? I want
17:22to drill that into your head because
17:23it's exactly how we're going to get
17:25things done here. So, let's go ahead and
17:27dive on into the next example. Example
17:29number two. Not going to tell you the
17:31topic. We're just going to go ahead and
17:32practice that strategy one more time.
17:34Let's go ahead and keep raising our
17:36scores here. Problem number two.
17:38So, first things first, when we're doing
17:40a word problem, first things first. What
17:42do we always do? Read the question. And
17:45so, if you're in my classes already, you
17:47have probably said that along with me
17:48when I said read the question. I got
17:50you. But if you're not in my classes,
17:52you're going to learn. I got you. So,
17:53first things first, read the question.
17:55The whole if she wants to, that's not
17:58the question. The question is, how much
18:01must she make in total sales? That's the
18:03question right there. So, right over
18:06here, how much must she make in total
18:09sales? So, essentially what we're asking
18:11is the dollar amount for total sales.
18:14Cool. Sounds good. I don't know what
18:15that means yet, but I know that's what
18:17we're looking for. We are looking for
18:19blank in total sales. Now, yes, you may
18:25be looking at the word total and you may
18:27be thinking, well, we're going to add
18:28something up, right? Hm. Be careful.
18:31Total just means the entire amount. And
18:33a lot of the times, yes, it does mean
18:35add it up to get there. But other times,
18:38well, it really depends on the topic. It
18:40depends on what we have to work with.
18:42So, we're looking for total or the
18:43entire amount. Okay, so that's what we
18:46want. Step number one in every word
18:48problem is what is it that we want? Now,
18:50let's take a look at the information
18:51that we have. What do we have to work
18:54with? Because if we know what the goal
18:55of the problem is or what house we're
18:57trying to build, well, then let's take a
18:59look at the information like what's the
19:01location? uh what's the foundation like?
19:03You know, is there a lean on the
19:04property? All this good stuff, right?
19:06So, let's go ahead and check this out.
19:08Step two, let's gather the information.
19:10Let's let the problem develop. Here we
19:13go. Geraldine works as a sales agent.
19:15Okay, sounds good. Thanks for the
19:17context. She earns a 4% commission on
19:20each sale she makes. Okay, that's
19:23important. Let's go and highlight that.
19:25Earns 4% commission on each sale. Sounds
19:29good. So Gerald Dean earns 4%
19:34earns 4% on every sale.
19:39So if there's a sale, you multiply that
19:41by 4% and that's going to be her
19:43commission. That's the thing right
19:44there. That that's the one of the hints
19:45of the problem. That's one of them. So
19:47we make a sale, multiply that by 4% and
19:50we'll get the commission. Okay. Now look
19:53at this. How much must she make in total
19:56sales? So, whatever that number is that
19:58we have, that's what we're multiplying
20:00by 4% to get Gerald Dean's commission.
20:03I'm going to write that down in a
20:04moment, so don't worry. But I got you.
20:06It says if she wants to make a $450
20:09commission. Let's go ahead and highlight
20:11that. So, we want a $450 commission.
20:16So, the commission was or will be
20:20$450.
20:23Okay. So, you may be looking at this and
20:26you're thinking, well, we multiply the
20:28450 by 4%, right? No, no, no, no, no,
20:32no. This is why it's so important to
20:33understand how percents work and how to
20:36notice whether you're going forward or
20:37backwards. Cuz remember, the 4% you earn
20:414% on the sale, not 4% on the
20:44commission. That doesn't make sense.
20:45Your commission is the result. The
20:47commission is what you get after the
20:49sale's done. So, with that said, we're
20:52looking for what we need in total sales.
20:54So, this is where things happen now. So,
20:56let me go and zoom on over here. I'm
20:58going to zoom on in. And here's what
20:59we're going to do. What we're going to
21:00do is this. Let's write this in English
21:03first and then translate it into math.
21:06So, what we're saying is, so the percent
21:10of the sale
21:14equals the commission. Yes or no? Is
21:17that true or false? Just speaking in
21:19plain old English here, the percent of
21:21the sale gives you the commission check.
21:24So, let's say, you know, you get
21:26whatever percent on buying or or selling
21:28this $1 million home. Cool. You take the
21:31percent of the commission on that
21:32million-doll home and let's say that
21:34percent turns out to be like $20,000.
21:36Cool. Then that $20,000 is mine. That's
21:38my commission. So, notice what I just
21:40did there. I took the percent of the
21:44sale and that gives me the commission
21:48right there. The percent so 4%
21:52of the sale which is what we're looking
21:55for
21:57which is what we're looking for. So the
22:004% of the total sales
22:05equals the commission the $450
22:09commission right here. right there. So,
22:11I'm going to circle that nice and easy.
22:13The $450.
22:16Booyah. So, now that we're looking at
22:18that, well, now that we can see it with
22:19my big old head out of the way, now
22:21check this out. This is pretty neat.
22:23This is pretty neat because we know
22:24exactly what the setup looks like. We
22:27just to turn this into math and solve
22:29and we are good. How do I know how to do
22:32this? Just like this. What do we do with
22:34a percent before we multiply? We turn it
22:36into a decimal. And what do we do? How
22:39do we do that? We take that decimal
22:40place, move it over one twice. So it's
22:44going to be 0.04. Remember a percent is
22:47out of 100. So if you divide by 100,
22:50which is the same thing as moving that
22:52decimal place left two times, we will
22:55get 0.04
22:58of meaning multiply, right, the total
23:01sales, which is again what we're looking
23:03for. So we'll just write t for that.
23:06That's going to equal the commission
23:07that we want, which is $450.
23:11So, now that we've set this up, we know
23:13we've set this up properly. Now, all we
23:15have to do is figure out what T is. And
23:17this is what I mean when I say that
23:18we're working backwards because we're
23:20going to be dividing both sides by 0.04
23:25right there. Right there. And once we do
23:29that, guess what? On the left side
23:31cancels out, leaving us with the t that
23:33we want. So we'll have t equals whatever
23:36that is. Now if we want to go ahead and
23:39perform this division and you're looking
23:40at this with decimals like I don't like
23:43this at all. Hey, you're not alone. A
23:45lot of people say the same thing. A lot
23:46of people say the same thing. But what
23:48you can do to actually make your life
23:49easier when dividing by decimals.
23:52Remember this with fractions. Whatever
23:54you do to the top, you must do to the
23:57bottom. Right? Whatever you do to the
23:59top, you must do to the bottom. And so
24:01what that means for me at least is, hey,
24:04if I wanted to just get rid of this
24:05decimal and move it to the right two
24:07times, I would take this decimal right
24:09there, move it to the right two times.
24:12Make my life easier. I make my life
24:15easier. Just like that. So that turns
24:17into, let me just move this over here.
24:19That turns into four, five, 0 with two
24:22extra zeros
24:24divided by four. That's what that turns
24:27into. That's actually nice and easy,
24:28right? That is nice and easy. Let's take
24:30care of business and let's have a good
24:31time. So here we'll divide four into
24:3445,000.
24:38So four goes into four one time.
24:39Subtract that four. Then bring the five
24:42down. Four goes into five again one
24:44time. Subtract the four. You have a one
24:45left. Brings down the zero. Four goes
24:48into 10 two times cuz that's going to be
24:50eight. Let me get my big old head out
24:52the way. That's a two. Bring that other
24:54zero down. That's going to be 20. Four
24:56goes into 20 five times. That's going to
24:58be a clean That's going to be clean
25:01right there. And then we still have that
25:02other zero coming down. Four goes into
25:04zero zero times. So, it looks like to
25:08get that commission check of $450. It
25:11looks like Gerald Dean's going to have
25:12to sell $11,250
25:16worth of a home, which is actually
25:19Or is that we're talking about homes
25:21here? We're talking about just regular
25:22sales sales agent. Okay, cool. Cuz I
25:23made the analogy of a home. But it just
25:25looks like we just need to sell $11,250
25:30worth of whatever to get that commission
25:32check of $450.
25:34And that's it right there, my party
25:35people. And that was problem number two.
25:38So notice it was a percent problem. We
25:40could probably understand that from the
25:42very beginning, but maybe we didn't know
25:43that we had to work backwards. And
25:45that's why understanding what you want
25:47then what you have then the connection
25:49before you calculate that's what gives
25:51you the opportunity to do it the right
25:53way and to learn from any mistakes to
25:56see hey what did I do right but what can
25:58I do better so let's go ahead and get
26:00ready for this next example example
26:02number three it's the last one and
26:03remember if you haven't done so already
26:05please please please go ahead like that
26:07video smash that like button and comment
26:09your favorite part of the video again
26:11we're trying to spread the word to as
26:13many people as we can just like you who
26:14want to succeed. So, let's go ahead and
26:16work together to get that done. Let's
26:18get it done. Hey, hey, my math party
26:20people. Let's get to it. So, we have all
26:23this word, you know, all this wording
26:24here. And as I always say, you want to
26:26make sure to just start with the
26:28question to make things easy for
26:30yourself because we're still going to
26:31read the whole problem. We're still
26:32going to read it, but you might as well
26:34read it when you know what it is that
26:36you're trying to find because it makes
26:37the information a little more
26:39interesting as opposed to reading it
26:41nervously, not really knowing what's
26:43going on, not really knowing what you
26:44need, right? So, that's why I always say
26:46start with the question. So, let's get
26:48to it here. We want to know what we want
26:51and what we want is always in the
26:53question statement. So, again, we're
26:55asking right here, how long did it take
26:58Jessica to get back home? And how long?
27:01Well, we look at the answer choices and
27:03these are all in hours. And so what we
27:06want is blank
27:08hours.
27:10So blank hours
27:13to get
27:15back
27:17home. Okay, so that's what we want.
27:21Blank hours to get back home. Now let's
27:23go ahead and understand Jessica's
27:24situation. Let's understand her
27:26situation by collecting the information
27:28to ask what is it that we have. Let's
27:31get to it. So in purple here, I'll go
27:33ahead and highlight what I have here.
27:35When Jessica drove to see her parents at
27:3875 miles hour,
27:42it took her 4 hours to get there. Okay,
27:45so remember drove to her parents. Okay,
27:49drove to her parents. That's pretty
27:51important information. Let's go ahead
27:52and write that down here. So what do we
27:54have? We have to her parents.
28:00We have 75 miles hour. What is that? 75
28:05miles hour. That's a rate per hour.
28:09Miles per hour. That's a rate. That is a
28:12rate.
28:14And then we see four hours to get there.
28:19That is a time.
28:21So, I'm looking at this and I'm saying,
28:23"Hey, I have a rate and I have a time."
28:26Distance equals rate times time. I'm
28:28starting to see that connection forming
28:30already, right? But let's make sure to
28:31not get ahead of ourselves. Let's
28:33collect the information so we know
28:34what's going on here. And so, in the
28:36next sentence, it says, "On the way
28:38back, she drove at a speed of 80 miles
28:41hour." Okay, so on the way back, let me
28:45just highlight here. on the way back
28:48drove at a speed of 80 miles per hour
28:51and so to her parents and then back
28:53home.
28:56Back home we have 80 miles per hour and
29:01that itself is also a rate. And so let's
29:05ask ourselves
29:07what is the connection here? What is the
29:09connection? All right. So the connection
29:12that we have let me just write out
29:13connection here.
29:16The connection that we have truthfully
29:18here is that we're dealing with a
29:20distance rate time problem. We're
29:21dealing with a rate problem. Distance
29:23equals rate times time.
29:27Distance equals rate
29:30time time. Another way that we know this
29:33is d equals rt.
29:37d equals rt. That's another way we know
29:39it. That's another way we know it. And
29:41so, let me rewrite that because I that
29:42just bothers me how ugly I wrote it. D
29:45equ= R * T. Distance equals rate time
29:50time. You got to write that down. You
29:51got to know it. You got to know it. You
29:52got to have it ready to go whenever you
29:53need it. So, let's ask ourselves, okay,
29:56if we're looking at back home,
29:59then we only care about this in terms of
30:01back home.
30:05What's the problem with that? Well, the
30:07problem with that is we only have the
30:09rate given to us,
30:13but we're looking for again hours. So,
30:17we're looking for time. This is time
30:20right here. And so, we're looking for
30:23time. And so, if we plug these things
30:26in, I'm just going to put t for time.
30:29And I'm going to write the rate, the 80
30:31miles per hour that I have because
30:33again, I'm only talking in terms of
30:35getting back home. My question now is
30:38what the heck is the distance? What's
30:40the distance? It wasn't given to us. It
30:43doesn't tell us how far she drove back
30:44home, right? And so this is where we
30:46have to get a little savvy because what
30:49did you notice about the situation?
30:52Jessica drove to see her parents and
30:54then she drove back home. Is there
30:56anything that we can reasonably assume
30:58about this problem? What we can
30:59reasonably assume is that she took the
31:02same distance. It takes the same
31:03distance to get to her parents house and
31:05back. It's pretty similar to saying,
31:07"Hey, I walked down the street to my
31:09friend's house and then came back home."
31:11I think we can assume that we took the
31:13same route down the street then back
31:15same distance. And yeah, we can
31:18healthfully assume that here. We can
31:19healthfully assume that. And so we can
31:21take a look at this part right here
31:25to see her parents. We have the rate, we
31:27have the time. Remember, d equals rt.
31:33Distance
31:34equals 75 miles hour because again this
31:37is to her parents. Okay, this is for the
31:42situation for to her parents' house. So
31:45r is 75, t is 4. What is 75 * 4?
31:50Remember, multiplying by four is the
31:52same thing as multiplying by two twice.
31:55So 75 * 2 is 150. 150 * 2 is 300. And so
32:00my distance here is 300 miles. And we
32:05can absolutely say that because Jessica
32:08goes to her parents and then back, the
32:10distance here is the same as the
32:12distance there. They are the same. And
32:16so I can plug in 300 right here.
32:21Boom. So we have 300 = 80 * t. And so
32:26with 300 being equal to 80 t,
32:31all I have to do now is divide both
32:34sides by 80
32:37and I'm good. And so over here, what's
32:40going to cancel out? The 80 and the 80
32:42because you're dividing by itself,
32:43right? And so then we have t equals
32:46whatever 300 mult or divided by 80 is.
32:49So initially I can just look at this and
32:50say hey look the zeros cancel out. So
32:52you have 30 divided by 8. And so if you
32:55want to go ahead and do that you know in
32:56your head sure do your thing. Um if you
32:59want to go ahead and do long division
33:01again do your thing. You'll get the
33:03right answer either way. The answer to
33:05this question is going to be D 3.75
33:08hours after you do the math because
33:11again t is hours here.
33:14And there you have it. And so if you
33:16wanted to do the long division, you can
33:18absolutely do the long division. Allow
33:19me to erase this over here. Please go
33:21ahead and rewind if you'd like to see
33:22all of this done again.
33:25Let me just erase all of that. All
33:27right. And so I can show you the eight
33:29going into 30.
33:328 goes into three zero times, but 8 goes
33:34into 30 two times or excuse me, three
33:37times. So, we'll subtract the 24 because
33:403 * 8 is 24. We have six left over. Put
33:43a decimal place to keep going. Drop the
33:45zero. 8 goes into 60 7 times because 7 *
33:508 is 56. So, you have a four left over.
33:53Bring another zero down. And then 8 goes
33:56into 40 five times. 3.75
34:00hours. That's our answer. And there it
34:03is. And that concludes our video, Mazb
34:06people. Three steps to word problem
34:08success. How to do word problems the
34:10right way. Always start with the
34:12question. Then once you know what you're
34:14looking for, then it's about figuring
34:16out how to get there. And that's why we
34:18need to start with the information. And
34:19as a reminder, always write down what
34:22the numbers mean. It's not about what
34:24the numbers are, it's about what they
34:26mean. And then on top of that, once you
34:28have your information, then that's where
34:31you go ahead and take a look at what
34:32you're looking for, what you have, and
34:35build that connection. You can tell
34:37where your biggest problems are by first
34:40going through each step because if
34:42you're stuck on the connection, then
34:43maybe you don't know the concept very
34:45well or the key words you need to
34:47understand. And so, we need to must
34:50must. It's a must in terms of following
34:52this three-step strategy so you can
34:54succeed at the end of the day. My eyes
34:55back porter people. Again, I'm Coach
34:57Chanderson and please go ahead and smash
34:59that like button if you enjoyed this
35:00video. Subscribe to the channel and
35:03comment your favorite part. That way,
35:04this video can reach everyone else who
35:06needs help with the ASVAB. I'll see you
35:08guys in the next video. Let's take the
35:10ASVAB.
35:12And so, we both know this video just
35:14helped you with your test anxiety by
35:16just a little bit. And to keep lowering
35:18your test anxiety and keep raising your
35:19confidence, that's what my Asbab All
35:21Access program is for. The link's right
35:23up here. Click it, watch the video on
35:24how it works, and you'll see exactly why
35:27thousands of my students have raised
35:28their scores and gotten the jobs they
35:30want. So, click there, watch the video,
35:32and sign up to raise your score. I'll
35:34see you soon.

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